Notes on Clark Kerr’s “The ‘City of Intellect’ in a Century for Foxes?”, in The Uses of the University 5th Edition

by Sebastian Benthall

I am in my seventh and absolutely, definitely last year of a doctoral program and so have many questions about the future of higher education and whether or not I will be a part of it. For insight, I have procured an e-book copy of Clark Kerr’s The Uses of the University (5th Edition, 2001). Clark Kerr was the 20th President of University of California system and became famous among other things for his candid comments on university administration, which included such gems as

“I find that the three major administrative problems on a campus are sex for the students, athletics for the alumni and parking for the faculty.”

…and…

“One of the most distressing tasks of a university president is to pretend that the protest and outrage of each new generation of undergraduates is really fresh and meaningful. In fact, it is one of the most predictable controversies that we know. The participants go through a ritual of hackneyed complaints, almost as ancient as academe, while believing that what is said is radical and new.”

The Uses of the University is a collection of lectures on the topic of the university, most of which we given in the second half of the 20th century. The most recent edition contains a lecture given in the year 2000, after Kerr had retired from administration, but anticipating the future of the university in the 21st century. The title of the lecture is “The ‘City of Intellect’ in a Century for Foxes?”, and it is encouragingly candid and prescient.

To my surprise, Kerr approaches the lecture as a forecasting exercise. Intriguingly, Kerr employs the hedgehog/fox metaphor from Isaiah Berlin in a lecture about forecasting five years before the publication of Tetlock’s 2005 book Expert Political Judgment (review link), which used the fox/hedgehog distinction to cluster properties that were correlated with political expert’s predictive power. Kerr’s lecture is structured partly as the description of a series of future scenarios, reminiscent of scenario planning as a forecasting method. I didn’t expect any of this, and it goes to show perhaps how pervasive scenario thinking was as a 20th century rhetorical technique.

Kerr makes a number of warning about the university in the 20th century, especially with respect to the glory of the university in the 20th century. He makes a historical case for this: universities in the 20th century thrived on new universal access to students, federal investment in universities as the sites of basic research, and general economic prosperity. He doesn’t see these guaranteed in the 20th century, though he also makes the point that in official situations, the only thing a university president should do is discuss the past with pride and the future with apprehension. He has a rather detailed analysis of the incentives guiding this rhetorical strategy as part of the lecture, which makes you wonder how much salt to take the rest of the lecture with.

What are the warnings Kerr makes? Some are a continuation of the problems universities experienced in the 20th century. Military and industrial research funding changed the roles of universities away from liberal arts education into research shop. This was not a neutral process. Undergraduate education suffered, and in 1963 Kerr predicted that this slackening of the quality of undergraduate education would lead to student protests. He was half right; students instead turned their attention externally to politics. Under these conditions, there grew to be a great tension between the “internal justice” of a university that attempted to have equality among its faculty and the permeation of external forces that made more of the professiorate face outward. A period of attempted reforms throguh “participatory democracy” was “a flash in the pan”, resulting mainly in “the creation of courses celebrating ethnic, racial, and gender diversities. “This experience with academic reform illustrated how radical some professors can be when they look at the external world and how conservative when they look inwardly at themselves–a split personality”.

This turn to industrial and military funding and the shift of universities away from training in morality (theology), traditional professions (medicine, law), self-chosen intellectual interest for its own sake, and entrance into elite society towards training for the labor force (including business administration and computer science) is now quite old–at least 50 years. Among other things, Kerr predicts, this means that we will be feeling the effects of the hollowing out of the education system that happened as higher education deprioritized teaching in favor of research. The baby boomers who went through this era of vocational university education become, in Kerr’s analysis, an enormous class of retirees by 2030, putting new strain on the economy at large. Meanwhile, without naming computers and the Internet, Kerr acknowledged that the “electronic revolution” is the first major change to affect universities for three hundred years, and could radically alter their role in society. He speaks highly of Peter Drucker, who in 1997 was already calling the university “a failure” that would be made obsolete by long-distance learning.

In an intriguing comment on aging baby boomers, which Kerr discusses under the heading “The Methuselah Scenario”, is that the political contest between retirees and new workers will break down partly along racial lines: “Nasty warfare may take place between the old and the young, parents and children, retired Anglos and labor force minorities.” Almost twenty years later, this line makes me wonder how much current racial tensions are connected to age and aging. Have we seen the baby boomer retirees rise as a political class to vigorously defend the welfare state from plutocratic sabotage? Will we?

Kerr discusses the scenario of the ‘disintegration of the integrated university’. The old model of medicine, agriculture, and law integrated into one system is coming apart as external forces become controlling factors within the university. Kerr sees this in part as a source of ethical crises for universities.

“Integration into the external world inevitably leads to disintegration of the university internally. What are perceived by some as the injustices in the external labor market penetrate the system of economic rewards on campus, replacing policies of internal justice. Commitments to external interests lead to internal conflicts over the impartiality of the search for truth. Ideologies conflict. Friendships and loyalties flow increasingly outward. Spouses, who once held the academic community together as a social unit, now have their own jobs. “Alma Mater Dear” to whom we “sing a joyful chorus” becomes an almost laughable idea.”

A factor in this disintegration is globalization, which Kerr identifies with the mobility of those professors who are most able to get external funding. These professors have increased bargaining power and can use “the banner of departmental autonomy” to fight among themselves for industrial contracts. Without oversight mechanisms, “the university is helpless in the face of the combined onslaught of aggressive industry and entrepreneurial faculty members”.

Perhaps most fascinating for me, because it resonates with some of my more esoteric passions, is Kerr’s section on “The fractionalization of the academic guild“. Subject matter interest breaks knowledge into tiny disconnected topics–"Once upon a time, the entire academic enterprise originated in and remained connected to philosophy." The tension between "internal justice" and the "injustices of the external labor market" creates a conflict over monetary rewards. Poignantly, "fractionalization also increases over differing convictions about social justice, over whether it should be defined as equality of opportunity or equality of results, the latter often taking the form of equality of representation. This may turn out to be the penultimate ideological battle on campus."

And then:

The ultimate conflict may occur over models of the university itself, whether to support the traditional or the “postmodern” model. The traditional model is based on the enlightenment of the eighteenth century–rationality, scientific processes of thought, the search for truth, objectivity, “knowledge for its own sake and for its practical applications.” And the traditional university, to quote the Berkeley philosopher John Searle, “attempts to be apolitical or at least politically neutral.” The university of postmodernism thinks that all discourse is political anyway, and it seeks to use the university for beneficial rather than repressive political ends… The postmodernists are attempting to challenge certain assumptions about the nature of truth, objectivity, rationality, reality, and intellectual quality.”

… Any further politicization of the university will, of course, alienate much of the public at large. While most acknowledge that the traditional university was partially politicized already, postmodernism will further raise questions of whether the critical function of the university is based on political orientation rather than on nonpolitical scientific analysis.”

I could go on endlessly about this topic; I’ll try to be brief. First, as per Lyotard’s early analysis of the term, postmodernism is as much as result of the permeation of the university by industrial interests as anything else. Second, we are seeing, right now today in Congress and on the news etc., the eroded trust that a large portion of the public has of university “expertise”, as they assume (having perhaps internalized a reductivist version of the postmodern message despite or maybe because they were being taught by teaching assistants instead of professors) that the professoriate is politically biased. And now the students are in revolt over Free Speech again as a result.

Kerr entertains for a paragraph the possibility of a Hobbesian doomsday free-for-all over the university before considering more mundane possibilities such as a continuation of the status quo. Adapting to new telecommunications (including “virtual universities”), new amazing discoveries in biological sciences, and higher education as a step in mid-career advancement are all in Kerr’s more pragmatic view of the future. The permeability of the university can bring good as well as bad as it is influenced by traffic back and forth across its borders. “The drawbridge is now down. Who and what shall cross over it?”

Kerr counts three major wildcards determining the future of the university. The first is overall economic productivity, the second is fluctuations in returns to a higher education. The third is the United States’ role in the global economy “as other nations or unions of nations (for example, the EU) may catch up with and even surpass it. The quality of education and training for all citizens will be to this contest. The American university may no longer be supreme.” Fourth, student unrest turning universities into the “independent critic”. And fifth, the battles within the professoriate, “over academic merit versus social justice in treatment of students, over internal justice in the professional reward system versus the pressures of external markets, over the better model for the university–modern or post-modern.”

He concludes with three wishes for the open-minded, cunning, savvy administrator of the future, the “fox”:

  1. Careful study of new information technologies and their role.
  2. “An open, in-depth debate…between the proponents of the traditional and the postmodern university instead of the sniper shots of guerilla warfare…”
  3. An “in-depth discussion…about the ethical systems of the future university”. “Now the ethical problems are found more in the flow of contacts between the academic and the external worlds. There have never been so many ethical problems swirling about as today.”
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